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Nonpublic SEDS Point of Contact Bimonthly Webinar March 22, 2017 OSSE Division of Data, Assessment and Accountability OSSE Division of Elementary, Secondary, and Specialized Education
Poll Question What is your current role relating to Nonpublic Points of Contact? Select ALL that apply: A. I am the Nonpublic SEDS POC for OSSE B. I am the Nonpublic POC 1 or 2 for OSSE C. I am a Nonpublic leader that oversees programs D. I am directly involved with compliance for DC students E. I am a service provider at a Nonpublic program 3
Agenda I. 2017 Extended School Year (ESY) Certification Process II. Determining Eligibility for ESY III. Documenting ESY Determinations in SEDS IV. ESY Frequently Asked Questions V. ESY Requirements for the Transportation Online Tool for Education (TOTE) VI. New Secondary Transition Planning Report VII. Announcements & Reminders 4
2017 Extended School Year (ESY) Certification Process
ESY Requirements Individualized Education Program (IEP) Team Decisions Eligibility for ESY services must be considered at least once a year as part of • the annual IEP review, and must be based on current data. LEAs must ensure that the following decisions are made appropriately and • documented in each child’s IEP in a timely manner: o ESY eligibility determination (using OSSE’s eligibility framework); o Special education and related service designation (including frequency, duration, and setting); o ESY goal development; and o ESY-related transportation services eligibility determination. OSSE ESY Services Policy, 2011, http://osse.dc.gov/node/1555 6
ESY Certification Per the OSSE 2011 ESY Policy, each spring all LEAs must certify ESY data to OSSE by the first Monday in May . • Purpose of Certification : • Assists LEAs and nonpublic programs in appropriate planning and staffing for the summer months. • Assists OSSE in anticipating state-level expenses and transportation needs. OSSE ESY Policy, 2011, http://osse.dc.gov/node/1555 7
Steps for ESY Certification An LEA has completed ESY certification when: 1. Student-level decisions on ESY eligibility status, goals and services, and transportation are updated and accurate in SEDS as part of a finalized current IEP. 2. ESY calendar and bell times are updated and accurate in TOTE. 3. Student demographics, eligibility and ESY location information is confirmed in TOTE. 4. Transportation requests for all students requiring services have been submitted in TOTE . All steps should be completed no later than April 30, 2017 8
Determining Eligibility for Extended School Year (ESY)
ESY Eligibility: Analysis of Data IEP Teams must use child-specific data to quantify, to the extent possible, the likely impact of a break in service on educational benefit , through a rigorous discussion of critical skill regression and recoupment. IEP Teams must utilize at least three months of progress monitoring data. Examples of data include: • Historical data of the child’s rate of progress toward critical skill attainment, rate of regression of a critical skill, and time needed for the critical skill recoupment; • Medical records or evaluations that speak to the nature and/or severity of the child’s identified disability; • Current developmental data that indicate a critical stage of breakthrough or attainment of an emerging skill. OSSE Extended School Year (ESY) Services Policy, March 2011, http://osse.dc.gov/node/1555. 10
ESY Eligibility: Analysis of Data • Criterion 1: Impact of Break in Service on Critical Skill(s) • Criterion 2: Degree of Regression of Critical Skill(s) • Criterion 3: Time Required for Recoupment of Critical Skill(s) IEP Teams must apply the eligibility framework using the ESY Eligibility Worksheet found in SEDS. LEAs must upload a completed worksheet for each child with an IEP within five business days of making the ESY eligibility decision. 11
ESY Eligibility Framework: Criterion 1 Criterion 1: Impact of Break in Service on Critical Skills RULE: Identify Critical Skill(s) ASK: What is a critical skill? • Essential to overall educational progress • Must have educational impact, includes: o Academic skills ( e . g ., reading, writing, math, etc.) o Non-academic skills with direct educational impact ( e . g ., social, functional, behavioral, motor skills, etc.) NOTE: Definition of critical skill is broad enough to apply to all age groups and disability categories. 12
ESY Eligibility Framework: Criterion 1 Describe and Analyze Data for Criterion 1 ASK: Will one or more of the child’s critical skills be jeopardized by the break in service? Analyze data such as the nature/severity of the disability, rate at which the child learns, rate of regression (unlearning) over past breaks, whether the attainment of the skill is currently at a critical point in development (emerging skill), current service level, and the length of the break. 13
ESY Eligibility Framework: Criterion 2 Criterion 2: Degree of Regression of Critical Skill(s) RULE: Utilize at least three months of progress monitoring data. ASK: What is progress-monitoring data? • Information that, collected and measured over time, demonstrates a performance trend toward or away from the achievement of a specific goal in the IEP. ASK: What is regression? • A decrease in performance level or ability related to a previously attained or partially attained (emerging) critical skill. 14
ESY Eligibility Framework: Criterion 2 Describe and Analyze Data for Criterion 2 ASK: What does the progress-monitoring data suggest about the anticipated degree of critical skill regression? The IEP Team must determine if there is a likelihood of significant regression ( i . e ., the child would need to re-learn the critical skill or skill set in its entirety, to the detriment of his/her overall educational progress). 15
ESY Eligibility Framework: Criterion 3 Criterion 3: Time Required for Recoupment of Critical Skill RULE: Due to natural regression, most children will require some re- teaching for recoupment once school begins. A few children may require extraordinary time for recoupment of skills. ASK: What is recoupment? • A child’s capacity to recover a regressed critical skill to a degree demonstrated prior to the break in service. ASK: Why is time required for recoupment central to ESY eligibility decisions? • ESY services are not appropriate for children with disabilities who can recoup critical skills without an extraordinary amount of time re-teaching. 16
ESY Eligibility Framework: Criterion 3 Describe and Analyze Data for Criterion 3 ASK: Is the time required for critical skill recoupment extraordinary within the context of expectations for acquisition of additional skills during the new school year? • The IEP Team must assess whether the time the child requires for critical skill recoupment is extraordinary. 17
ESY Eligibility Framework Helpful Discussion Questions • Without ESY services, will the child be able to benefit from , and make adequate progress related to, his/her educational program during the school year? • Without ESY services, is there a likelihood that the child will need a more restrictive placement in the upcoming school year? • Are there any children whose ESY needs have changed since the annual IEP review ( e . g ., child may have mastered previously identified critical skill)? If so, the IEP needs to be amended . • Are there any children with IEPs who are starting school for the first time who may need ESY services? If so, these children need to be accounted for and appropriate service arrangements need to be made. 18
ESY for Year-Round School Programs Do special education and related services provided during the summer months by LEAs with year-round or 11-month programs fall within the definition of ESY services? Generally, no. Special education and related services provided on instructional days that fall within a year-round or 11- month program’s regular school calendar are not considered ESY services, and should not be documented as ESY services on the student’s IEP, unless the services are provided before or after regular school hours or on weekends. OSSE ESY Services Policy Guidance, February 2012, http://osse.dc.gov/service/specialized-education-local-policy-guidance.
ESY for Year-Round School Programs Are nonpublic programs, including those with year-round or 11- month programming, required to consider ESY services for all students with IEPs? Yes. At minimum, eligibility for ESY services must be considered on an annual basis as part of the IEP process for every student with an IEP, including all students served by nonpublic programs. On a case- by-case basis, an IEP Team may determine that it is appropriate for a student who is attending a year-round or 11-month program to receive ESY services outside of the regularly scheduled school day and/or during the short breaks that occur throughout the year. OSSE ESY Services Policy Guidance, February 2012, http://osse.dc.gov/service/specialized-education-local-policy-guidance.
Documenting ESY Determinations in SEDS
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